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Class density matrices, eigenvalues, and eigenvectors of first-year engineering (ENG) and second-year physics (PHYS) students.
Source publication
This work analyses student understanding about propagation speed of the mechanical wave from different contexts using a model estimation of the model analysis technique. The modified version of the Mechanical Waves Conceptual Survey was administered to the first-year engineering (ENG, N = 644) and the second-year physics (PHYS, N = 37) university s...
Citations
... Several studies have shown the possibility of misconceptions that occur in the conception of physics, especially the wave material, which is proven through a concept mastery test. Apparently, there are still many misconceptions about the interpretation of the concept compared to the valid conception, including the speed of propagation of a mechanical wave is influenced by the shape of the pulse, frequency, and wavelength regardless of the medium of propagation (Barniol & Zavala, 2016;Negoro et al., 2023;Reyes & Rakkapao, 2018). Then, there is a physical error in understanding that departs from mathematical equations, which are still found, one of which is the difficulty in understanding the meaning of positive and negative signs in the wave equation, the difference in the trigonometric forms used (sin or cos), and so on (Auli et al., 2018;Kennedy & de Bruyn, 2011;Somroob & Wattanakasiwich, 2017;Zaleha et al., 2017). ...
p style="text-align: justify;">This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.</p
... Several studies have shown misconceptions that occur in the conception of physics, especially the wave material, as evidenced by the concept mastery test. Based on the research, there are still many misconceptions about the interpretation of concepts, including misconceptions about the speed of wave propagation, frequency, phase difference, and so on (Kogetsu & Taniguchi, 2014;Barniol & Zavala, 2016;Reyes & Rakkapao, 2018). In addition, the mathematical equations that explain the relationship between concepts are still difficult for middle-level students (Kennedy & de Bruyn, 2011;Somroob & Wattanakasiwich, 2017;Zaleha, 2017;Auli et al., 2018). ...
The integration of various learning content is important in the education process to develop the multi-competences of graduates. This is a response to the Industrial Revolution 4.0. ICT helps graduates compete and master the competencies needed in various scientific fields, especially physics. Efforts to build ICT literacy in learning Physics must complete an evaluation tool containing comprehensive Physics content. The ICT literacy test instrument as an evaluation tool can be packaged with scratch programming activities to help uncover ICT literacy based on computational physics concepts. This study aims to develop an ICT literacy test instrument with physics content based on Scratch programming for middle-level students. This research is development research with a research stage adapted from the development stage by Borg and Gall, including (1) Potential and problem analysis; (2) Data collection; (3) Product design; (4) Design validation and design revision; (5) Product trial; (6) Analysis and reporting. The test subjects were 106 students. The Physics ICT questions were developed to consist of 20 questions. Based on the validity test, a total percentage of 85.33% is obtained with proper criteria. The reliability of the test is shown by the results of calculations with Alpha Cron of 0.716 high categories. Overall, the PICT test is feasible to be used as an ICT literacy test for Physics content.
This study aimed to analyze the level of conceptual understanding of prospective teacher students of sound characteristics. This research was descriptive. The subjects were students of Physics Education at Sriwijaya University and Lambung Mangkurat University who participated in wave courses totaling 69 people. The data were collected using a previously developed diagnostic test instrument and modified according to research needs. The data were analyzed using descriptive statistics. The results showed the percentage of conceptual understanding possessed by the respondents (1) 52.17% on pitch and loudness of sound waves from two people shouting simultaneously; (2) 42.11% on the speed of sound wave propagation; (3) 2.90% on the wave superposition concept; and (4) 5.80% on sound reflection. There are still misconceptions occur, the velocity of propagation of sound waves is influenced by the amplitude and frequency of the sound, and a dust particle in front of the sound source will move influenced by the sound’s loudness. Overall, the level of conceptual understanding of some of the characteristics of sound wave concepts varies, and alternative concepts are still emerging, so it needs learning innovations to overcome these problems.
